1. Modernism in education is based on using the scientific method to gather data and develop testable theories, with the assumption that reality can be objectively perceived. 2. Postmodernism challenges the idea of there being a single correct field of knowledge defined by scientific rules, and instead sees competing paradigms that can be considered simultaneously. 3. Continuing to view educational change only through the lens of modernism will prevent genuine conceptual change and breakthroughs from occurring.

1. Postmodernism:Postmodernism:
More than aMore than a
Paradigm ShiftParadigm Shift
Cheantel AdamsCheantel Adams
EDUL 7043 (PhD Course) byEDUL 7043 (PhD Course) by
Organizational DevelopmentOrganizational Development
William Allan Kritsonis, PhDWilliam Allan Kritsonis, PhD

2. What is it that are BeliefsWhat is it that are Beliefs
are Based Upon?are Based Upon?
MODERNISMMODERNISM
Accepted educational belief system basedAccepted educational belief system based
on the use of scientific method to gatheron the use of scientific method to gather
data, develop theories that are testable,data, develop theories that are testable,
and proving and disproving those theoriesand proving and disproving those theories

3. What is it that are BeliefsWhat is it that are Beliefs
are Based Upon?are Based Upon?
ModernismModernism
Embraces the tenets of reason and logic asEmbraces the tenets of reason and logic as
paramount virtues based on theparamount virtues based on the
assumption that reality is as it is perceivedassumption that reality is as it is perceived

4. What is it that are BeliefsWhat is it that are Beliefs
are Based Upon?are Based Upon?
ModernismModernism
Human language is a clear window throughHuman language is a clear window through
which we observe the worldwhich we observe the world

5. What is it that our Beliefs areWhat is it that our Beliefs are
Based Upon?Based Upon?
ModernismModernism
 Context is not important and that theContext is not important and that the
purpose of science is to engage in apurpose of science is to engage in a
search for general laws that are exclusivesearch for general laws that are exclusive
of specific contextsof specific contexts

6. What is it that our beliefs areWhat is it that our beliefs are
Based Upon?Based Upon?
ModernismModernism
 Logic should guide a search for truthLogic should guide a search for truth

7. What is it that our Beliefs areWhat is it that our Beliefs are
Based Upon?Based Upon?
ModernismModernism
 Truth is discerned by its “correspondence”Truth is discerned by its “correspondence”
to the world we see and that what is trueto the world we see and that what is true
controls and predicts what happens in thiscontrols and predicts what happens in this
world.world.

8. What is it that our Beliefs areWhat is it that our Beliefs are
Based Upon?Based Upon?
The grand narrative of modernism holds thatThe grand narrative of modernism holds that
::
 There is a single unitary “field” comprisingThere is a single unitary “field” comprising
all that is worth knowing, defined by theall that is worth knowing, defined by the
rules of science and is correct and total byrules of science and is correct and total by
definition.definition.
 Changes in the field result in re-centeringChanges in the field result in re-centering
various processes or models that arevarious processes or models that are
judged to be correct.judged to be correct.

9. The Evolution of theThe Evolution of the
“Paradigm Shift”“Paradigm Shift”
 An attempt to identify the “a-rational”An attempt to identify the “a-rational”
aspects of truth seeking in theaspects of truth seeking in the
mainstream.mainstream.
Historical ExamplesHistorical Examples
 Pasteur falsified experiments to advancePasteur falsified experiments to advance
his own theories.his own theories.
 Fraud plagiarized the work of his friendFraud plagiarized the work of his friend
which lead to their break up as a team ofwhich lead to their break up as a team of
scientific investigators.scientific investigators.

10. ModernismModernism
 The concept of a paradigm is a product ofThe concept of a paradigm is a product of
modernistic science in which the traditionsmodernistic science in which the traditions
of rationalism and the idea of one agendaof rationalism and the idea of one agenda
at a time is presented as a metaphor forat a time is presented as a metaphor for
scientific history.scientific history.

11. Continuing Down This Road WillContinuing Down This Road Will
Lead Educators To……Lead Educators To……
1.1. Severely reduce the number of possibilities inSeverely reduce the number of possibilities in
any given situation because they do notany given situation because they do not
conform to our idea of change processconform to our idea of change process
2.2. Falsely identifyFalsely identify mutationsmutations as fundamentalas fundamental
change (paradigm shifts)change (paradigm shifts)
3.3. Abandon or delegitimize real change becauseAbandon or delegitimize real change because
it does not conform to our paradigmit does not conform to our paradigm
4.4. Fail to recognize that real change has eludedFail to recognize that real change has eluded
us as we settle for more of the same by aus as we settle for more of the same by a
different namedifferent name

12. ““Best Practice”Best Practice”
The concept of “best practice” is equivalentThe concept of “best practice” is equivalent
to Taylor’sto Taylor’s one best wayone best way methodmethod
determined not by teachers but by thedetermined not by teachers but by the
experts.experts.

13. There has been no paradigmThere has been no paradigm
shifT in educaTionalshifT in educaTional
adminisTraTion.adminisTraTion.
All that has transpired is a mutated centre within scientific modernismAll that has transpired is a mutated centre within scientific modernism
in a variety of forms.in a variety of forms.
The easiesT way To recognizeThe easiesT way To recognize
This is To adopT posTmodernThis is To adopT posTmodern
view of The field.view of The field.

14. PostmodernismPostmodernism
 Postmodernism moves us from the idea ofPostmodernism moves us from the idea of
considering one paradigm at a time toconsidering one paradigm at a time to
competing paradigms being consideredcompeting paradigms being considered
simultaneously.simultaneously.
 Postmodernism challenges the belief in aPostmodernism challenges the belief in a
dominant centre sharing commondominant centre sharing common
scientific assumptions.scientific assumptions.

15. Thinking the UnthinkableThinking the Unthinkable
 Remove the boundaries of the paradigmRemove the boundaries of the paradigm
and create competing fields.and create competing fields.
 Stop labeling alternatives such asStop labeling alternatives such as
postmodernism as undesirable trendspostmodernism as undesirable trends
because they threaten basic assumptions.because they threaten basic assumptions.

16. ClosingClosing
 As long as we insist that only one field isAs long as we insist that only one field is
possible and that it is defined bypossible and that it is defined by
modernistic science, we will continue tomodernistic science, we will continue to
substitute paradigm shifts for genuinesubstitute paradigm shifts for genuine
conceptual change.conceptual change.
 We will not likely encounter any realWe will not likely encounter any real
breakthroughsbreakthroughs unless weunless we
reconceptualize educationalreconceptualize educational
administration as competing fieldsadministration as competing fields

17. ClosingClosing
 Employ trulyEmploy truly multi-paradigmicmulti-paradigmic
approaches in a wide variety of forms ofapproaches in a wide variety of forms of
inquiry.inquiry.
 No longer look for “paradigm shifts” byNo longer look for “paradigm shifts” by
erasing the assumption of paradigmserasing the assumption of paradigms
and fields.and fields.